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– 2 years ago **files (9)** – ## Chapter3.1_Cognitivesystemsasfunctionalsystems-revised.ppt – ## Chapter3.docx – ## Chapter3.5_Studyingmemoryforvisualevents-addedfor3rdedition.ppt – ## Chapter3.4_Mappingthestagesoflexicalprocessing-revisedfor3rdedition.ppt – ## Chapter3.4_Mappingthestagesoflexic…
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**files (9)**
– ## Chapter3.1_Cognitivesystemsasfunctionalsystems-revised.ppt
– ## Chapter3.docx
– ## Chapter3.5_Studyingmemoryforvisualevents-addedfor3rdedition.ppt
– ## Chapter3.4_Mappingthestagesoflexicalprocessing-revisedfor3rdedition.ppt
– ## Chapter3.4_Mappingthestagesoflexicalprocessing-revisedfor3rdedition.ppt
– ## Chapter3.3_Extendingcomputationalmodelingtothebrain-revisedfor3rdedition.ppt
– Chapter4.3_TheRussianroomargument-revisedfor3rdedition.ppt
– Chapter3.2_Theanatomyofthebrainandprimaryvisualpathway-revisedfor3rdedition.ppt
– Chapter4.2_Fromphysicalsymbolsystemstothelanguageofthought-revisedfor3rdedition.ppt
**## Chapter3.1_Cognitivesystemsasfunctionalsystems-revised.ppt**
[removed]
**## Chapter3.docx**
**Chapter 3 – is the mind contained in the brain?**
Please, read Chapter 3 and answer the following questions:
1.
**Do you think it’s possible to fully understand the mind without studying the brain? Why or why not?**
2.
**What’s your take on Mishkin and Ungerleider’s bottom-up approach to cognitive science? How does it compare to Marr’s top-down approach, and do you see any advantages to one over the other?**
3.
**Do you think neural network modeling is a useful tool in cognitive science? Why might it help us understand how the mind works?**
4.
**What do Logothetis’s experiments teach us about the neural activity behind fMRI signals? Why is this important for studying the brain?**
**Chapter 4 – Thought Experiments to Understand the mind**
**Please, read Chapter 4 and answer the following questions:**
1.
**Do you think that problem-solving lie at the heart of intelligence, as Newell and Simon suggest?**
2.
**Is intentional realism the correct approach to thinking about propositional attitudes? Can you think on some other options?**
3.
**Is Searle’s Russian (Chinese) room thought experiment a convincing argument for you? In general, what do you think of the use of thought experiments**?
**## Chapter3.5_Studyingmemoryforvisualevents-addedfor3rdedition.ppt**
Chapter 3.5:
Studying memory for visual events
Functional neuroimaging with fMRI
– Study the function of different brain areas non-invasively by measuring blood oxygen in the brain—measuring the difference between oxygenated and deoxygenated blood, i.e., the BOLD (blood oxygen level dependent) contrast
– Blocked design: control the signal by using an extended period of time for the subjects to perform a task
– Event-related design: allow for overlapping hemodynamic responses, e.g. Brewer et al. 1998
Cognitive Science José Luis Bermúdez / Cambridge University Press 2020
Cognitive Science José Luis Bermúdez / Cambridge University Press 2020
Event-related fMRI
– Measure the BOLD signal associated with individual rapid occurring neural events, even though these events elicit overlapping hemodynamic responses
– Not presented in a set sequence, but can be randomized
– Allows researchers to observe the differences in neural activity associated with each event, to study the BOLD signal produced by short duration events, and to disentangle the separate components of complex tasks.
Cognitive Science José Luis Bermúdez / Cambridge University Press 2020
Cognitive Science José Luis Bermúdez / Cambridge University Press 2020
Brewer et al. 1998
– Investigate whether any neural markers predict how specific visual experiences would be remembered by identifying the specific hemodynamic response generated by specific experiences
– The experiment:
Cognitive Science José Luis Bermúdez / Cambridge University Press 2020
subjects in an fMRI scanner asked to identify whether every of 96 color pictures was an indoor or outdoor scene
30 minutes break
Memory test of identifying whether they have seen the picture before & how confident they are
Cognitive Science José Luis Bermúdez / Cambridge University Press 2020
Brewer et al. 1998
Cognitive Science José Luis Bermúdez / Cambridge University Press 2020
– Only two areas predict how well visual experiences will be remembered. The parahippocampal cortex (in both hemispheres) and the dorsolateral prefrontal cortex (only in the right hemisphere).
– The event-related design makes it possible to identify the hemodynamic response generated by each individual visual experience, in order to identify the areas that predict which experiences will be remembered
Cognitive Science José Luis Bermúdez / Cambridge University Press 2020
**## Chapter3.4_Mappingthestagesoflexicalprocessing-revisedfor3rdedition.ppt**
Chapter 3.4:
Mapping the stages of lexical processing
Cognitive Science José Luis Bermúdez / Cambridge University Press 2020
Functional neuroimaging with PET
– Study the brain non-invasively
– Study the function of different brain areas by measuring blood flow in the brain—tracking the movement of radioactive water in the brain
– Need to design PET experiments to find ways to filter out potentially irrelevant, background activity, e.g. Petersen et al. 1988
Cognitive Science José Luis Bermúdez / Cambridge University Press 2020
*
Cognitive Science José Luis Bermúdez / Cambridge University Press 2020
Petersen et al. 1988
– Test of parallel vs. serial processing of individual words (lexical access)
– Two models of individual word processing
Neurological (serial): Series of information processing “stations” (e.g., meaning sound visual appearance)
Cognitive (parallel): No single route. Different types of lexical processing take place at once.
Cognitive Science José Luis Bermúdez / Cambridge University Press 2020
*
Cognitive Science José Luis Bermúdez / Cambridge University Press 2020
Petersen et al. 1988
Results seem to provide evidence for parallel processing
Cognitive Science José Luis Bermúdez / Cambridge University Press 2020
*
Cognitive Science José Luis Bermúdez / Cambridge University Press 2020
Petersen et al. 1988
Method:
Series of progressively more complicated lexical tasks
Observe brain areas involved with each new task
Infer which brain areas are responsible for which type of lexical information processing
Cognitive Science José Luis Bermúdez / Cambridge University Press 2020
*
Cognitive Science José Luis Bermúdez / Cambridge University Press 2020
Petersen et al. 1988
Cognitive Science José Luis Bermúdez / Cambridge University Press 2020
*
**## Chapter3.4_Mappingthestagesoflexicalprocessing-revisedfor3rdedition.ppt**
Chapter 3.4:
Mapping the stages of lexical processing
Cognitive Science José Luis Bermúdez / Cambridge University Press 2020
Functional neuroimaging with PET
– Study the brain non-invasively
– Study the function of different brain areas by measuring blood flow in the brain—tracking the movement of radioactive water in the brain
– Need to design PET experiments to find ways to filter out potentially irrelevant, background activity, e.g. Petersen et al. 1988
Cognitive Science José Luis Bermúdez / Cambridge University Press 2020
*
Cognitive Science José Luis Bermúdez / Cambridge University Press 2020
Petersen et al. 1988
– Test of parallel vs. serial processing of individual words (lexical access)
– Two models of individual word processing
Neurological (serial): Series of information processing “stations” (e.g., meaning sound visual appearance)
Cognitive (parallel): No single route. Different types of lexical processing take place at once.
Cognitive Science José Luis Bermúdez / Cambridge University Press 2020
*
Cognitive Science José Luis Bermúdez / Cambridge University Press 2020
Petersen et al. 1988
Results seem to provide evidence for parallel processing
Cognitive Science José Luis Bermúdez / Cambridge University Press 2020
*
Cognitive Science José Luis Bermúdez / Cambridge University Press 2020
Petersen et al. 1988
Method:
Series of progressively more complicated lexical tasks
Observe brain areas involved with each new task
Infer which brain areas are responsible for which type of lexical information processing
Cognitive Science José Luis Bermúdez / Cambridge University Press 2020
*
Cognitive Science José Luis Bermúdez / Cambridge University Press 2020
Petersen et al. 1988
Cognitive Science José Luis Bermúdez / Cambridge University Press 2020
*
**## Chapter3.3_Extendingcomputationalmodelingtothebrain-revisedfor3rdedition.ppt**
Chapter 3.3:
Extending computational modeling to the brain
Cognitive Science José Luis Bermúdez / Cambridge University Press 2020
Connectionist information-processing
Basic principles
• Parallel rather than serial processing as activation spreads through a network
• Knowledge distributed across a network (rather than stored in discrete symbol structures)
• Processing does not reply on explicit rules (other than those governing how activation flows through the network)
Cognitive Science José Luis Bermúdez / Cambridge University Press 2020
*
Cognitive Science José Luis Bermúdez / Cambridge University Press 2020
Features of connectionist networks
• Exploit parallel processing
• Exhibit graceful degradation
• Intended as models of information-processing at the algorithmic level
• Capable of learning
Cognitive Science José Luis Bermúdez / Cambridge University Press 2020
Cognitive Science José Luis Bermúdez / Cambridge University Press 2020
Parallel processing
The basic principle of connectionist networks is that many different units are active at a given time
– If we think of each unit as performing an information-processing step, this vastly increases the number of steps that can be performed in a short time-span.
– The information processing steps in a network don’t map straightforwardly onto the stages of a symbolic computation.
Cognitive Science José Luis Bermúdez / Cambridge University Press 2020
Cognitive Science José Luis Bermúdez / Cambridge University Press 2020
Flow of activation
Cognitive Science José Luis Bermúdez / Cambridge University Press 2020
*
Cognitive Science José Luis Bermúdez / Cambridge University Press 2020
Backpropagation
Information is transmitted forwards through the network
Error is propagated backwards through the network
The backpropagated error signal is used to adjust the weights to/from the hidden units
Cognitive Science José Luis Bermúdez / Cambridge University Press 2020
*
Cognitive Science José Luis Bermúdez / Cambridge University Press 2020
Backprop
• The algorithm needs to find a way of calculating error in hidden units that do not have target activation levels
• It does this by calculating for each hidden unit its degree of “responsibility” for error at the output units
• This error value is used to adjust the weights of the hidden units
Cognitive Science José Luis Bermúdez / Cambridge University Press 2020
*
Cognitive Science José Luis Bermúdez / Cambridge University Press 2020
Serial processing
• Processing in physical symbol systems is step-by-step
• Turing Machine can only read one cell at a time
• each line of machine table only applies one instruction
• Can the brain actually work this slowly?
• Distinction between computability in principle and practical computability
• Practical computability imposes real-time constraints
Cognitive Science José Luis Bermúdez / Cambridge University Press 2020
Cognitive Science José Luis Bermúdez / Cambridge University Press 2020
Graceful degradation
• Brains respond in distinctive and flexible ways to damage and impairment
• characteristic partial breakdown patterns in response to local damage/lesions
• graceful degradation when cognitive abilities slowly deteriorate
• Symbolic computer programs either work or they don’t brittle
Cognitive Science José Luis Bermúdez / Cambridge University Press 2020
Cognitive Science José Luis Bermúdez / Cambridge University Press 2020
Gorman & Sejnowski 1988
– Pattern recognition
Distinguish between the sonar echo produced by a rock and the sonar echo produced by a mine
Cognitive Science José Luis Bermúdez / Cambridge University Press 2020
*
Cognitive Science José Luis Bermúdez / Cambridge University Press 2020
– Pattern recognition
Cognitive Science José Luis Bermúdez / Cambridge University Press 2020
*
Cognitive Science José Luis Bermúdez / Cambridge University Press 2020
Level of analysis
– Connectionist networks are models of information-processing at the algorithmic level
– Means that connectionists still have to answer questions of how networks are implemented in the brain
Cognitive Science José Luis Bermúdez / Cambridge University Press 2020
*
**Chapter4.3_TheRussianroomargument-revisedfor3rdedition.ppt**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/chapter4-3-therussianroomargument-revisedfor3rdedition-ppt)
**Chapter3.2_Theanatomyofthebrainandprimaryvisualpathway-revisedfor3rdedition.ppt**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/chapter3-2-theanatomyofthebrainandprimaryvisualpathway-revisedfor3rdedition-ppt)
**Chapter4.2_Fromphysicalsymbolsystemstothelanguageofthought-revisedfor3rdedition.ppt**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/chapter4-2-fromphysicalsymbolsystemstothelanguageofthought-revisedfor3rdedition-ppt)
**Chapter4.2_Fromphysicalsymbolsystemstothelanguageofthought-revisedfor3rdedition.ppt**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/chapter4-2-fromphysicalsymbolsystemstothelanguageofthought-revisedfor3rdedition-ppt)
**## Chapter3.1_Cognitivesystemsasfunctionalsystems-revised.ppt**
[removed]
**## Chapter3.docx**
**Chapter 3 – is the mind contained in the brain?**
Please, read Chapter 3 and answer the following questions:
1.
**Do you think it’s possible to fully understand the mind without studying the brain? Why or why not?**
2.
**What’s your take on Mishkin and Ungerleider’s bottom-up approach to cognitive science? How does it compare to Marr’s top-down approach, and do you see any advantages to one over the other?**
3.
**Do you think neural network modeling is a useful tool in cognitive science? Why might it help us understand how the mind works?**
4.
**What do Logothetis’s experiments teach us about the neural activity behind fMRI signals? Why is this important for studying the brain?**
**Chapter 4 – Thought Experiments to Understand the mind**
**Please, read Chapter 4 and answer the following questions:**
1.
**Do you think that problem-solving lie at the heart of intelligence, as Newell and Simon suggest?**
2.
**Is intentional realism the correct approach to thinking about propositional attitudes? Can you think on some other options?**
3.
**Is Searle’s Russian (Chinese) room thought experiment a convincing argument for you? In general, what do you think of the use of thought experiments**?
**## Chapter3.5_Studyingmemoryforvisualevents-addedfor3rdedition.ppt**
Chapter 3.5:
Studying memory for visual events
Functional neuroimaging with fMRI
– Study the function of different brain areas non-invasively by measuring blood oxygen in the brain—measuring the difference between oxygenated and deoxygenated blood, i.e., the BOLD (blood oxygen level dependent) contrast
– Blocked design: control the signal by using an extended period of time for the subjects to perform a task
– Event-related design: allow for overlapping hemodynamic responses, e.g. Brewer et al. 1998
Cognitive Science José Luis Bermúdez / Cambridge University Press 2020
Cognitive Science José Luis Bermúdez / Cambridge University Press 2020
Event-related fMRI
– Measure the BOLD signal associated with individual rapid occurring neural events, even though these events elicit overlapping hemodynamic responses
– Not presented in a set sequence, but can be randomized
– Allows researchers to observe the differences in neural activity associated with each event, to study the BOLD signal produced by short duration events, and to disentangle the separate components of complex tasks.
Cognitive Science José Luis Bermúdez / Cambridge University Press 2020
Cognitive Science José Luis Bermúdez / Cambridge University Press 2020
Brewer et al. 1998
– Investigate whether any neural markers predict how specific visual experiences would be remembered by identifying the specific hemodynamic response generated by specific experiences
– The experiment:
Cognitive Science José Luis Bermúdez / Cambridge University Press 2020
subjects in an fMRI scanner asked to identify whether every of 96 color pictures was an indoor or outdoor scene
30 minutes break
Memory test of identifying whether they have seen the picture before & how confident they are
Cognitive Science José Luis Bermúdez / Cambridge University Press 2020
Brewer et al. 1998
Cognitive Science José Luis Bermúdez / Cambridge University Press 2020
– Only two areas predict how well visual experiences will be remembered. The parahippocampal cortex (in both hemispheres) and the dorsolateral prefrontal cortex (only in the right hemisphere).
– The event-related design makes it possible to identify the hemodynamic response generated by each individual visual experience, in order to identify the areas that predict which experiences will be remembered
Cognitive Science José Luis Bermúdez / Cambridge University Press 2020
**## Chapter3.4_Mappingthestagesoflexicalprocessing-revisedfor3rdedition.ppt**
Chapter 3.4:
Mapping the stages of lexical processing
Cognitive Science José Luis Bermúdez / Cambridge University Press 2020
Functional neuroimaging with PET
– Study the brain non-invasively
– Study the function of different brain areas by measuring blood flow in the brain—tracking the movement of radioactive water in the brain
– Need to design PET experiments to find ways to filter out potentially irrelevant, background activity, e.g. Petersen et al. 1988
Cognitive Science José Luis Bermúdez / Cambridge University Press 2020
*
Cognitive Science José Luis Bermúdez / Cambridge University Press 2020
Petersen et al. 1988
– Test of parallel vs. serial processing of individual words (lexical access)
– Two models of individual word processing
Neurological (serial): Series of information processing “stations” (e.g., meaning sound visual appearance)
Cognitive (parallel): No single route. Different types of lexical processing take place at once.
Cognitive Science José Luis Bermúdez / Cambridge University Press 2020
*
Cognitive Science José Luis Bermúdez / Cambridge University Press 2020
Petersen et al. 1988
Results seem to provide evidence for parallel processing
Cognitive Science José Luis Bermúdez / Cambridge University Press 2020
*
Cognitive Science José Luis Bermúdez / Cambridge University Press 2020
Petersen et al. 1988
Method:
Series of progressively more complicated lexical tasks
Observe brain areas involved with each new task
Infer which brain areas are responsible for which type of lexical information processing
Cognitive Science José Luis Bermúdez / Cambridge University Press 2020
*
Cognitive Science José Luis Bermúdez / Cambridge University Press 2020
Petersen et al. 1988
Cognitive Science José Luis Bermúdez / Cambridge University Press 2020
*
**## Chapter3.4_Mappingthestagesoflexicalprocessing-revisedfor3rdedition.ppt**
Chapter 3.4:
Mapping the stages of lexical processing
Cognitive Science José Luis Bermúdez / Cambridge University Press 2020
Functional neuroimaging with PET
– Study the brain non-invasively
– Study the function of different brain areas by measuring blood flow in the brain—tracking the movement of radioactive water in the brain
– Need to design PET experiments to find ways to filter out potentially irrelevant, background activity, e.g. Petersen et al. 1988
Cognitive Science José Luis Bermúdez / Cambridge University Press 2020
*
Cognitive Science José Luis Bermúdez / Cambridge University Press 2020
Petersen et al. 1988
– Test of parallel vs. serial processing of individual words (lexical access)
– Two models of individual word processing
Neurological (serial): Series of information processing “stations” (e.g., meaning sound visual appearance)
Cognitive (parallel): No single route. Different types of lexical processing take place at once.
Cognitive Science José Luis Bermúdez / Cambridge University Press 2020
*
Cognitive Science José Luis Bermúdez / Cambridge University Press 2020
Petersen et al. 1988
Results seem to provide evidence for parallel processing
Cognitive Science José Luis Bermúdez / Cambridge University Press 2020
*
Cognitive Science José Luis Bermúdez / Cambridge University Press 2020
Petersen et al. 1988
Method:
Series of progressively more complicated lexical tasks
Observe brain areas involved with each new task
Infer which brain areas are responsible for which type of lexical information processing
Cognitive Science José Luis Bermúdez / Cambridge University Press 2020
*
Cognitive Science José Luis Bermúdez / Cambridge University Press 2020
Petersen et al. 1988
Cognitive Science José Luis Bermúdez / Cambridge University Press 2020
*
**## Chapter3.3_Extendingcomputationalmodelingtothebrain-revisedfor3rdedition.ppt**
Chapter 3.3:
Extending computational modeling to the brain
Cognitive Science José Luis Bermúdez / Cambridge University Press 2020
Connectionist information-processing
Basic principles
• Parallel rather than serial processing as activation spreads through a network
• Knowledge distributed across a network (rather than stored in discrete symbol structures)
• Processing does not reply on explicit rules (other than those governing how activation flows through the network)
Cognitive Science José Luis Bermúdez / Cambridge University Press 2020
*
Cognitive Science José Luis Bermúdez / Cambridge University Press 2020
Features of connectionist networks
• Exploit parallel processing
• Exhibit graceful degradation
• Intended as models of information-processing at the algorithmic level
• Capable of learning
Cognitive Science José Luis Bermúdez / Cambridge University Press 2020
Cognitive Science José Luis Bermúdez / Cambridge University Press 2020
Parallel processing
The basic principle of connectionist networks is that many different units are active at a given time
– If we think of each unit as performing an information-processing step, this vastly increases the number of steps that can be performed in a short time-span.
– The information processing steps in a network don’t map straightforwardly onto the stages of a symbolic computation.
Cognitive Science José Luis Bermúdez / Cambridge University Press 2020
Cognitive Science José Luis Bermúdez / Cambridge University Press 2020
Flow of activation
Cognitive Science José Luis Bermúdez / Cambridge University Press 2020
*
Cognitive Science José Luis Bermúdez / Cambridge University Press 2020
Backpropagation
Information is transmitted forwards through the network
Error is propagated backwards through the network
The backpropagated error signal is used to adjust the weights to/from the hidden units
Cognitive Science José Luis Bermúdez / Cambridge University Press 2020
*
Cognitive Science José Luis Bermúdez / Cambridge University Press 2020
Backprop
• The algorithm needs to find a way of calculating error in hidden units that do not have target activation levels
• It does this by calculating for each hidden unit its degree of “responsibility” for error at the output units
• This error value is used to adjust the weights of the hidden units
Cognitive Science José Luis Bermúdez / Cambridge University Press 2020
*
Cognitive Science José Luis Bermúdez / Cambridge University Press 2020
Serial processing
• Processing in physical symbol systems is step-by-step
• Turing Machine can only read one cell at a time
• each line of machine table only applies one instruction
• Can the brain actually work this slowly?
• Distinction between computability in principle and practical computability
• Practical computability imposes real-time constraints
Cognitive Science José Luis Bermúdez / Cambridge University Press 2020
Cognitive Science José Luis Bermúdez / Cambridge University Press 2020
Graceful degradation
• Brains respond in distinctive and flexible ways to damage and impairment
• characteristic partial breakdown patterns in response to local damage/lesions
• graceful degradation when cognitive abilities slowly deteriorate
• Symbolic computer programs either work or they don’t brittle
Cognitive Science José Luis Bermúdez / Cambridge University Press 2020
Cognitive Science José Luis Bermúdez / Cambridge University Press 2020
Gorman & Sejnowski 1988
– Pattern recognition
Distinguish between the sonar echo produced by a rock and the sonar echo produced by a mine
Cognitive Science José Luis Bermúdez / Cambridge University Press 2020
*
Cognitive Science José Luis Bermúdez / Cambridge University Press 2020
– Pattern recognition
Cognitive Science José Luis Bermúdez / Cambridge University Press 2020
*
Cognitive Science José Luis Bermúdez / Cambridge University Press 2020
Level of analysis
– Connectionist networks are models of information-processing at the algorithmic level
– Means that connectionists still have to answer questions of how networks are implemented in the brain
Cognitive Science José Luis Bermúdez / Cambridge University Press 2020
*
**Chapter4.3_TheRussianroomargument-revisedfor3rdedition.ppt**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/chapter4-3-therussianroomargument-revisedfor3rdedition-ppt)
**Chapter3.2_Theanatomyofthebrainandprimaryvisualpathway-revisedfor3rdedition.ppt**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/chapter3-2-theanatomyofthebrainandprimaryvisualpathway-revisedfor3rdedition-ppt)
**Chapter4.2_Fromphysicalsymbolsystemstothelanguageofthought-revisedfor3rdedition.ppt**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/chapter4-2-fromphysicalsymbolsystemstothelanguageofthought-revisedfor3rdedition-ppt)
**## Chapter3.1_Cognitivesystemsasfunctionalsystems-revised.ppt**
[removed]
**## Chapter3.docx**
**Chapter 3 – is the mind contained in the brain?**
Please, read Chapter 3 and answer the following questions:
1.
**Do you think it’s possible to fully understand the mind without studying the brain? Why or why not?**
2.
**What’s your take on Mishkin and Ungerleider’s bottom-up approach to cognitive science? How does it compare to Marr’s top-down approach, and do you see any advantages to one over the other?**
3.
**Do you think neural network modeling is a useful tool in cognitive science? Why might it help us understand how the mind works?**
4.
**What do Logothetis’s experiments teach us about the neural activity behind fMRI signals? Why is this important for studying the brain?**
**Chapter 4 – Thought Experiments to Understand the mind**
**Please, read Chapter 4 and answer the following questions:**
1.
**Do you think that problem-solving lie at the heart of intelligence, as Newell and Simon suggest?**
2.
**Is intentional realism the correct approach to thinking about propositional attitudes? Can you think on some other options?**
3.
**Is Searle’s Russian (Chinese) room thought experiment a convincing argument for you? In general, what do you think of the use of thought experiments**?
**## Chapter3.5_Studyingmemoryforvisualevents-addedfor3rdedition.ppt**
Chapter 3.5:
Studying memory for visual events
Functional neuroimaging with fMRI
– Study the function of different brain areas non-invasively by measuring blood oxygen in the brain—measuring the difference between oxygenated and deoxygenated blood, i.e., the BOLD (blood oxygen level dependent) contrast
– Blocked design: control the signal by using an extended period of time for the subjects to perform a task
– Event-related design: allow for overlapping hemodynamic responses, e.g. Brewer et al. 1998
Cognitive Science José Luis Bermúdez / Cambridge University Press 2020
Cognitive Science José Luis Bermúdez / Cambridge University Press 2020
Event-related fMRI
– Measure the BOLD signal associated with individual rapid occurring neural events, even though these events elicit overlapping hemodynamic responses
– Not presented in a set sequence, but can be randomized
– Allows researchers to observe the differences in neural activity associated with each event, to study the BOLD signal produced by short duration events, and to disentangle the separate components of complex tasks.
Cognitive Science José Luis Bermúdez / Cambridge University Press 2020
Cognitive Science José Luis Bermúdez / Cambridge University Press 2020
Brewer et al. 1998
– Investigate whether any neural markers predict how specific visual experiences would be remembered by identifying the specific hemodynamic response generated by specific experiences
– The experiment:
Cognitive Science José Luis Bermúdez / Cambridge University Press 2020
subjects in an fMRI scanner asked to identify whether every of 96 color pictures was an indoor or outdoor scene
30 minutes break
Memory test of identifying whether they have seen the picture before & how confident they are
Cognitive Science José Luis Bermúdez / Cambridge University Press 2020
Brewer et al. 1998
Cognitive Science José Luis Bermúdez / Cambridge University Press 2020
– Only two areas predict how well visual experiences will be remembered. The parahippocampal cortex (in both hemispheres) and the dorsolateral prefrontal cortex (only in the right hemisphere).
– The event-related design makes it possible to identify the hemodynamic response generated by each individual visual experience, in order to identify the areas that predict which experiences will be remembered
Cognitive Science José Luis Bermúdez / Cambridge University Press 2020
**## Chapter3.4_Mappingthestagesoflexicalprocessing-revisedfor3rdedition.ppt**
Chapter 3.4:
Mapping the stages of lexical processing
Cognitive Science José Luis Bermúdez / Cambridge University Press 2020
Functional neuroimaging with PET
– Study the brain non-invasively
– Study the function of different brain areas by measuring blood flow in the brain—tracking the movement of radioactive water in the brain
– Need to design PET experiments to find ways to filter out potentially irrelevant, background activity, e.g. Petersen et al. 1988
Cognitive Science José Luis Bermúdez / Cambridge University Press 2020
*
Cognitive Science José Luis Bermúdez / Cambridge University Press 2020
Petersen et al. 1988
– Test of parallel vs. serial processing of individual words (lexical access)
– Two models of individual word processing
Neurological (serial): Series of information processing “stations” (e.g., meaning sound visual appearance)
Cognitive (parallel): No single route. Different types of lexical processing take place at once.
Cognitive Science José Luis Bermúdez / Cambridge University Press 2020
*
Cognitive Science José Luis Bermúdez / Cambridge University Press 2020
Petersen et al. 1988
Results seem to provide evidence for parallel processing
Cognitive Science José Luis Bermúdez / Cambridge University Press 2020
*
Cognitive Science José Luis Bermúdez / Cambridge University Press 2020
Petersen et al. 1988
Method:
Series of progressively more complicated lexical tasks
Observe brain areas involved with each new task
Infer which brain areas are responsible for which type of lexical information processing
Cognitive Science José Luis Bermúdez / Cambridge University Press 2020
*
Cognitive Science José Luis Bermúdez / Cambridge University Press 2020
Petersen et al. 1988
Cognitive Science José Luis Bermúdez / Cambridge University Press 2020
*
**## Chapter3.4_Mappingthestagesoflexicalprocessing-revisedfor3rdedition.ppt**
Chapter 3.4:
Mapping the stages of lexical processing
Cognitive Science José Luis Bermúdez / Cambridge University Press 2020
Functional neuroimaging with PET
– Study the brain non-invasively
– Study the function of different brain areas by measuring blood flow in the brain—tracking the movement of radioactive water in the brain
– Need to design PET experiments to find ways to filter out potentially irrelevant, background activity, e.g. Petersen et al. 1988
Cognitive Science José Luis Bermúdez / Cambridge University Press 2020
*
Cognitive Science José Luis Bermúdez / Cambridge University Press 2020
Petersen et al. 1988
– Test of parallel vs. serial processing of individual words (lexical access)
– Two models of individual word processing
Neurological (serial): Series of information processing “stations” (e.g., meaning sound visual appearance)
Cognitive (parallel): No single route. Different types of lexical processing take place at once.
Cognitive Science José Luis Bermúdez / Cambridge University Press 2020
*
Cognitive Science José Luis Bermúdez / Cambridge University Press 2020
Petersen et al. 1988
Results seem to provide evidence for parallel processing
Cognitive Science José Luis Bermúdez / Cambridge University Press 2020
*
Cognitive Science José Luis Bermúdez / Cambridge University Press 2020
Petersen et al. 1988
Method:
Series of progressively more complicated lexical tasks
Observe brain areas involved with each new task
Infer which brain areas are responsible for which type of lexical information processing
Cognitive Science José Luis Bermúdez / Cambridge University Press 2020
*
Cognitive Science José Luis Bermúdez / Cambridge University Press 2020
Petersen et al. 1988
Cognitive Science José Luis Bermúdez / Cambridge University Press 2020
*
**## Chapter3.3_Extendingcomputationalmodelingtothebrain-revisedfor3rdedition.ppt**
Chapter 3.3:
Extending computational modeling to the brain
Cognitive Science José Luis Bermúdez / Cambridge University Press 2020
Connectionist information-processing
Basic principles
• Parallel rather than serial processing as activation spreads through a network
• Knowledge distributed across a network (rather than stored in discrete symbol structures)
• Processing does not reply on explicit rules (other than those governing how activation flows through the network)
Cognitive Science José Luis Bermúdez / Cambridge University Press 2020
*
Cognitive Science José Luis Bermúdez / Cambridge University Press 2020
Features of connectionist networks
• Exploit parallel processing
• Exhibit graceful degradation
• Intended as models of information-processing at the algorithmic level
• Capable of learning
Cognitive Science José Luis Bermúdez / Cambridge University Press 2020
Cognitive Science José Luis Bermúdez / Cambridge University Press 2020
Parallel processing
The basic principle of connectionist networks is that many different units are active at a given time
– If we think of each unit as performing an information-processing step, this vastly increases the number of steps that can be performed in a short time-span.
– The information processing steps in a network don’t map straightforwardly onto the stages of a symbolic computation.
Cognitive Science José Luis Bermúdez / Cambridge University Press 2020
Cognitive Science José Luis Bermúdez / Cambridge University Press 2020
Flow of activation
Cognitive Science José Luis Bermúdez / Cambridge University Press 2020
*
Cognitive Science José Luis Bermúdez / Cambridge University Press 2020
Backpropagation
Information is transmitted forwards through the network
Error is propagated backwards through the network
The backpropagated error signal is used to adjust the weights to/from the hidden units
Cognitive Science José Luis Bermúdez / Cambridge University Press 2020
*
Cognitive Science José Luis Bermúdez / Cambridge University Press 2020
Backprop
• The algorithm needs to find a way of calculating error in hidden units that do not have target activation levels
• It does this by calculating for each hidden unit its degree of “responsibility” for error at the output units
• This error value is used to adjust the weights of the hidden units
Cognitive Science José Luis Bermúdez / Cambridge University Press 2020
*
Cognitive Science José Luis Bermúdez / Cambridge University Press 2020
Serial processing
• Processing in physical symbol systems is step-by-step
• Turing Machine can only read one cell at a time
• each line of machine table only applies one instruction
• Can the brain actually work this slowly?
• Distinction between computability in principle and practical computability
• Practical computability imposes real-time constraints
Cognitive Science José Luis Bermúdez / Cambridge University Press 2020
Cognitive Science José Luis Bermúdez / Cambridge University Press 2020
Graceful degradation
• Brains respond in distinctive and flexible ways to damage and impairment
• characteristic partial breakdown patterns in response to local damage/lesions
• graceful degradation when cognitive abilities slowly deteriorate
• Symbolic computer programs either work or they don’t brittle
Cognitive Science José Luis Bermúdez / Cambridge University Press 2020
Cognitive Science José Luis Bermúdez / Cambridge University Press 2020
Gorman & Sejnowski 1988
– Pattern recognition
Distinguish between the sonar echo produced by a rock and the sonar echo produced by a mine
Cognitive Science José Luis Bermúdez / Cambridge University Press 2020
*
Cognitive Science José Luis Bermúdez / Cambridge University Press 2020
– Pattern recognition
Cognitive Science José Luis Bermúdez / Cambridge University Press 2020
*
Cognitive Science José Luis Bermúdez / Cambridge University Press 2020
Level of analysis
– Connectionist networks are models of information-processing at the algorithmic level
– Means that connectionists still have to answer questions of how networks are implemented in the brain
Cognitive Science José Luis Bermúdez / Cambridge University Press 2020
*
**Chapter4.3_TheRussianroomargument-revisedfor3rdedition.ppt**
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**Chapter3.2_Theanatomyofthebrainandprimaryvisualpathway-revisedfor3rdedition.ppt**
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**Chapter4.2_Fromphysicalsymbolsystemstothelanguageofthought-revisedfor3rdedition.ppt**
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Reflect on your own cultural and diverse backgrounds, beliefs, values, and biases. Although you do not have to address all of these, you will want to consider various aspects of your identity, such as age, ethnicity, culture, race, ability, gender, gender identity, gender expression, language prefer…
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Order on TutorsGallery →Reflect on your own cultural and diverse backgrounds, beliefs, values, and biases. Although you do not have to address all of these, you will want to consider various aspects of your identity, such as age, ethnicity, culture, race, ability, gender, gender identity, gender expression, language preference, religion, sexual orientation, socioeconomic status, and nationality.
· Choose at least three personal identities to focus on.
· Describe how your cultural background, beliefs, values, and biases could potentially impact your professional relationships in the human services field.
· Identify at least one positive and one negative impact and provide examples of situations where these factors might come into play.
· Define at least two strategies for ongoing self-awareness and professional development to manage and mitigate any biases that may affect your work.
See attachment for further instructions.
– [\
\
ReflectiononBackgroundWeek5.docx](https://www.sweetstudy.com/files/reflectiononbackgroundweek5-docx "ReflectiononBackgroundWeek5.docx")
– 2 years ago
Describe dynamic followership and explain why it is a requirement for effective leadership. 2 **Read** “Case 13.1 Bluebird Care” in Ch. 13 (p. 477) of _Leadership: Theory and Practice_. in detail to the following case study questions: – Using the roles identified in Chaleff’s follower typology (Figu…
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Order on TutorsGallery →Describe dynamic followership and explain why it is a requirement for effective leadership.
2 **Read** “Case 13.1 Bluebird Care” in Ch. 13 (p. 477) of _Leadership: Theory and Practice_.
in detail to the following case study questions:
– Using the roles identified in Chaleff’s follower typology (Figure 13.4), what roles do Terry, Belinda, Caleb, and James play at the agency?
– Using the “reversing the lens” framework (Figure 13.6), explain how Caleb and James’s characteristics contribute to the followership outcomes at Bluebird Care.
– Terry and Robin have a unique relationship in that they both engage in leading and following. How do you think each of them views leadership and followership? Discuss.
– If you were an organizational consultant, what would you suggest to Robin that could strengthen Bluebird Care? If you were a followership coach, how would you advise Robin?
Respond has affected your thought processes, development, and professional disposition. This statement should articulate your personal learning process (challenges, moments of discovery, life experiences, and interactions).
You may also include questions for your faculty member about material that may still be unclear. Ideally, you will use these reflections throughout the course and the program to document your development as a scholar, practitioner, and leader, and to reflect critically on the changes that occur during this process.
– [\
\
discussion4copy.docx](https://www.sweetstudy.com/files/discussion4copy-docx "discussion4copy.docx")
– [\
\
BibliU-Print-9781071834473.pdf](https://www.sweetstudy.com/files/bibliu-print-9781071834473-pdf-10214607 "BibliU-Print-9781071834473.pdf")
– 2 years ago
Hypernasal speech can result from an abnormal communication or passageway between the oral and nasal cavities, allowing air to move through them and out the nose unintentionally when the speaker tries to pronounce sounds such as m. A test for such air passage is to place a feather at the nostril whi…
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Order on TutorsGallery →Hypernasal speech can result from an abnormal communication or passageway between the oral and nasal cavities, allowing air to move through them and out the nose unintentionally when the speaker tries to pronounce sounds such as m. A test for such air passage is to place a feather at the nostril while making the m sound; if it moves, there is air leakage, and the sound the speaker makes is not the sound that her or she intends. How does this happen? One way is through clefts of the palate. Closely aligned with cleft palates, though not necessarily cooccurring with them, are cleft lips. These can affect articulation and the sounds that require the lips to be sealed tightly.
The purpose of this discussion is for you to apply your understanding of articulation and resonation to cleft lip/palate. This discussion is intended to allow you to show evidence that you have achieved the following Learning Outcomes:
CLO2: Analyze physiology of communication (ILO3, PLO3)
CLO3: Apply knowledge of anatomy and physiology of communication to diagnose and treat patients with communication disorders (ILO3, PLO3)
##### **Directions**
1. Describe the causes and treatment of a cleft lip and the effects of the condition of the production of speech sounds.
Your short discussion of approximately 500 words should use double-spacing, 1-inch margins, and 12-point font. Spelling and grammar and APA style are important and 10 references.
– 2 years ago
Write in short paragraphs and use at least one **HEADING** per question.***** – Explain cultural variation in the metaphors used to conceptualize medicine – Explain suicide rates across various cultures – Explain the cultural differences in social support–seeking behavior Find one research s…
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Order on TutorsGallery →Write in short paragraphs and
use at least one **HEADING** per question.*****
– Explain cultural variation in the metaphors used to conceptualize medicine
– Explain suicide rates across various cultures
– Explain the cultural differences in social support–seeking behavior
Find one research study (or more) to explain the following concepts to provide either evidence for it (prove it) or against it (disprove it), you may provide evidence for either side. Explain, describe, compare and contrast:
– Culture bound syndromes
– 2 years ago
see attachment – 2 years ago **files (1)** – ## CPmodule8FinalReflection.docx **## CPmodule8FinalReflection.docx** _Final Reflection_ We have concluded the course content! I invite you to write a final reflection describing your learning experience. This activity consists of preparing a piece of wri…
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– 2 years ago
**files (1)**
– ## CPmodule8FinalReflection.docx
**## CPmodule8FinalReflection.docx**
_Final Reflection_
We have concluded the course content!
I invite you to write a final reflection describing your learning experience. This activity consists of preparing a piece of writing containing the following:
· What were your expectations at the beginning of the course?
· Your experience in the course.
· What you learned.
· What you liked the most and the least.
· What was the most difficult part of the course?
· What would you recommend to improve your performance?
· After completing the course, what is your final perception?
· Your relationship with your classmates.
· Other aspects that you consider appropriate.
**Submission Instructions:**
·
**Submit your assignment by 11:59 p.m. ET on Saturday.**
·
**Review the rubric to determine how your assignment will be graded.**
·
**Contribute a minimum of 2 pages.**
·
**Use a word processor, such as Word, to complete the assignment.**
·
**Your assignment will be submitted via TurnItIn, which will generate a similarity report. Ensure the authenticity of your work before submission.**
**Note:** Do not submit the task via e-mail, submission need to be done via Canvas in order to record your submission properly.
**## CPmodule8FinalReflection.docx**
_Final Reflection_
We have concluded the course content!
I invite you to write a final reflection describing your learning experience. This activity consists of preparing a piece of writing containing the following:
· What were your expectations at the beginning of the course?
· Your experience in the course.
· What you learned.
· What you liked the most and the least.
· What was the most difficult part of the course?
· What would you recommend to improve your performance?
· After completing the course, what is your final perception?
· Your relationship with your classmates.
· Other aspects that you consider appropriate.
**Submission Instructions:**
·
**Submit your assignment by 11:59 p.m. ET on Saturday.**
·
**Review the rubric to determine how your assignment will be graded.**
·
**Contribute a minimum of 2 pages.**
·
**Use a word processor, such as Word, to complete the assignment.**
·
**Your assignment will be submitted via TurnItIn, which will generate a similarity report. Ensure the authenticity of your work before submission.**
**Note:** Do not submit the task via e-mail, submission need to be done via Canvas in order to record your submission properly.
see attachment – 2 years ago **files (1)** – ## cpmodule7asig.docx **## cpmodule7asig.docx** _Directory of Agencies and Services_ Search the Internet for at least 6 agencies to complete the attached Table. (Click [here](https://agmu.instructure.com/courses/35563/files/8969810?wrap=1) [Download here]…
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– 2 years ago
**files (1)**
– ## cpmodule7asig.docx
**## cpmodule7asig.docx**
_Directory of Agencies and Services_
Search the Internet for at least 6 agencies to complete the attached Table. (Click
[here](https://agmu.instructure.com/courses/35563/files/8969810?wrap=1) [Download here](https://agmu.instructure.com/courses/35563/files/8969810/download?download_frd=1))
Contribute a minimum of 2 pages. It should include at least 2 academic sources, formatted and cited in APA.
Be sure to review the
[academic expectations](https://agmu.instructure.com/courses/1876/pages/expectations-and-best-practices-for-assignments) for your submission.
**Submission Instructions:**
· Submit your assignment by 11:59 PM Eastern on Sunday.
· Review the rubric to determine how your assignment will be graded.
· Your assignment will be run through Turnitin to check for plagiarism.
**## cpmodule7asig.docx**
_Directory of Agencies and Services_
Search the Internet for at least 6 agencies to complete the attached Table. (Click
[here](https://agmu.instructure.com/courses/35563/files/8969810?wrap=1) [Download here](https://agmu.instructure.com/courses/35563/files/8969810/download?download_frd=1))
Contribute a minimum of 2 pages. It should include at least 2 academic sources, formatted and cited in APA.
Be sure to review the
[academic expectations](https://agmu.instructure.com/courses/1876/pages/expectations-and-best-practices-for-assignments) for your submission.
**Submission Instructions:**
· Submit your assignment by 11:59 PM Eastern on Sunday.
· Review the rubric to determine how your assignment will be graded.
· Your assignment will be run through Turnitin to check for plagiarism.
see attached – 2 years ago **files (1)** – ## CPmodule6asig.docx **## CPmodule6asig.docx** _Diversity Dynamics – Questions_ **Part I:** Select three (3) people of any age who can draw (this can be done individually or in groups, but they must not copy from one another, and each person must draw sepa…
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Order on TutorsGallery →see attached
– 2 years ago
**files (1)**
– ## CPmodule6asig.docx
**## CPmodule6asig.docx**
_Diversity Dynamics – Questions_
**Part I:**
Select three (3) people of any age who can draw (this can be done individually or in groups, but they must not copy from one another, and each person must draw separately without looking at others’ work. They can be from the same family or different ones).
Provide each participant with a sheet of paper and a pencil, pen, crayons, etc. Instruct them to individually create a drawing of what they consider to be a "typical family." It is important that participants refrain from asking questions such as, “Can we draw as many people as we want?” or “Can we include pets?” The instruction is simply:
_Draw what, in your opinion, represents a typical family._ (These questions should not be answered, as doing so might influence their drawings).
Clarify that the drawing does not need to be highly detailed and should take approximately 10 minutes to complete. Additionally, participants should include a brief description of the family members in their drawing, such as their age, occupation, whether or not they work, and any hobbies. They may provide as much descriptive detail as they wish.
Once the drawings are complete, ask the participants to explain their work and record their answers:
· The age of each family member
· Whether they work and their profession
· Hobbies
· Other details
Ask:
· Does your family reflect the characteristics depicted in the drawing?
· Why or why not? Please elaborate.
· If the answer is
_no_, why did you draw that type of family?
(Note: Participants often depict a father who works and has a professional occupation, while mothers may or may not work. Typically, there are two children: an older boy and a younger girl. Observations often include disparities in age and height, with the father being the tallest and oldest figure. Additionally, mothers are frequently portrayed without a professional degree or in professions associated with lower economic compensation compared to the father’s profession. Gender roles also emerge, with daughters often depicted engaging in activities like “ballet,” while sons participate in “soccer.”)
**Part II: Reflection Questions**
Once the typical family has been drawn and the questions answered, conduct the following analysis:
· What type of family was most commonly drawn, and why do you think this was the case?
· How many families with these characteristics do you know? What makes you think these families have these characteristics?
· Why do we believe families are like this (as depicted in the drawing)?
· Do we hold other stereotypes? What are they?
· Reflect on the experience.
**Assignment: Essay**
Develop a written piece with your opinion.
It must include at least three (3) paragraphs with no fewer than 350 words in size 12 font, addressing the following:
· In what order of priority would you place the three (3) forms of family disintegration discussed in this module? Justify your response.
· Which one do you think occurs most frequently, and why?
Be sure to review the
[academic expectations](https://agmu.instructure.com/courses/1876/pages/expectations-and-best-practices-for-assignments) for your submission.
**Submission Instructions:**
· Submit your assignment by 11:59 PM Eastern on Sunday.
· Review the rubric to determine how your assignment will be graded.
· Your assignment will be run through Turnitin to check for plagiarism.
**## CPmodule6asig.docx**
_Diversity Dynamics – Questions_
**Part I:**
Select three (3) people of any age who can draw (this can be done individually or in groups, but they must not copy from one another, and each person must draw separately without looking at others’ work. They can be from the same family or different ones).
Provide each participant with a sheet of paper and a pencil, pen, crayons, etc. Instruct them to individually create a drawing of what they consider to be a "typical family." It is important that participants refrain from asking questions such as, “Can we draw as many people as we want?” or “Can we include pets?” The instruction is simply:
_Draw what, in your opinion, represents a typical family._ (These questions should not be answered, as doing so might influence their drawings).
Clarify that the drawing does not need to be highly detailed and should take approximately 10 minutes to complete. Additionally, participants should include a brief description of the family members in their drawing, such as their age, occupation, whether or not they work, and any hobbies. They may provide as much descriptive detail as they wish.
Once the drawings are complete, ask the participants to explain their work and record their answers:
· The age of each family member
· Whether they work and their profession
· Hobbies
· Other details
Ask:
· Does your family reflect the characteristics depicted in the drawing?
· Why or why not? Please elaborate.
· If the answer is
_no_, why did you draw that type of family?
(Note: Participants often depict a father who works and has a professional occupation, while mothers may or may not work. Typically, there are two children: an older boy and a younger girl. Observations often include disparities in age and height, with the father being the tallest and oldest figure. Additionally, mothers are frequently portrayed without a professional degree or in professions associated with lower economic compensation compared to the father’s profession. Gender roles also emerge, with daughters often depicted engaging in activities like “ballet,” while sons participate in “soccer.”)
**Part II: Reflection Questions**
Once the typical family has been drawn and the questions answered, conduct the following analysis:
· What type of family was most commonly drawn, and why do you think this was the case?
· How many families with these characteristics do you know? What makes you think these families have these characteristics?
· Why do we believe families are like this (as depicted in the drawing)?
· Do we hold other stereotypes? What are they?
· Reflect on the experience.
**Assignment: Essay**
Develop a written piece with your opinion.
It must include at least three (3) paragraphs with no fewer than 350 words in size 12 font, addressing the following:
· In what order of priority would you place the three (3) forms of family disintegration discussed in this module? Justify your response.
· Which one do you think occurs most frequently, and why?
Be sure to review the
[academic expectations](https://agmu.instructure.com/courses/1876/pages/expectations-and-best-practices-for-assignments) for your submission.
**Submission Instructions:**
· Submit your assignment by 11:59 PM Eastern on Sunday.
· Review the rubric to determine how your assignment will be graded.
· Your assignment will be run through Turnitin to check for plagiarism.